October 24, 2014

Does Class Size and Student:Teacher Ratio Matter?

Does
class size and student:teacher ratio affect student performance? How should
this factor affect how we teach? This issue is relevant whether we are teaching
elementary or secondary or post-secondary schools. There has been an ongoing dialog about the value of reducing class size and student:teacher ratio versus the cost of education.1
While proponents for each side of the debate point out the advantages and
disadvantages of each position, does the focus on the number of teachers or the
number of students really lead to improvements in student performance? The
focus of this blog post isn’t to compare which is better but rather, it is using
data to examine the benefits and limitations of both. In examining both sides
of this issue, we as educators can make better choices with regard to
instructional design and teaching style.

Why is
class size so important? Some state governments have pushed for smaller class
sizes as a means of improving student test scores and overall success. Class
size affects a host of variables when it comes to teaching. For example, class
size can impact teacher-student interactions, both quantitatively and qualitatively.
It is highly unlikely that in a class of 200 students, one professor would have
the ability to spend much time directly interacting with each student. Moreover,
those teacher-student interactions will be lacking in quality. Thus, class size
is an environmental factor teachers must consider when determining the methods
of instruction and when making instructional design decisions.2 The
approach a teacher should take in a large class differs from that of a small
class.

Proponents
of higher student:teacher ratios argue that strong evidence is lacking
regarding the benefits of smaller classes, particularly in the setting of
undergraduate and graduate education. One
meta-analysis suggested that student performance was independent of class size.4Could student achievement and class size
really be independent? The key conclusion made by this study was the fact that
it focuses on post-secondary education. In classes where students already
possess higher-level thinking abilities, class size may not impact student
performance.Indeed, there may be some
benefits to larger class sizes such as greater competition, more ideas, more
resources, and more efficient use of resources.

Proponets
of smaller class size and lower student-teacher ratios argue that more and
purposeful student-teacher interactions result in enhanced learning, particularly
when it comes to helping students develop their higher-order thinking and
complex reasoning skills.5When
the class size is larger, the teacher has less influence over teaching and
places more responsibility on students to learn.6 In larger classes
it is harder for the teacher to have command over the environment. Lastly,
class size may play a role in the teacher’s attitude and commitment.In smaller classes, the teacher is more
likely to be committed to every student’s success whereas in a larger class
setting, the focus may not always be teaching.7

How should
class size influence our approach to teaching? It starts with the instructional
design. One must consider the desired result and goal of the class. For
example, in a larger class setting, knowledge transmission may the goal and it
may sufficient to completely and logically present information in the form of a
lecture.In smaller class setting, the
desired result may go beyond mere knowledge transmission.The approach
to achieving the desired result may also differ in a smaller vs. larger class
size. For example, in a smaller class size, informal interactions and
one-on-one customized learning activities can be used while in a larger class
size, a more structured lesson plan might be needed. Some modes of delivery
might include lecturing, video media, and group discussions. It is important to
note that in larger class settings, the same material must be provided to everyone.8In a smaller class environment, it is
possible for information to be conveyed differently to each student, which allows
the educator evaluate each student’s needs and give additional assistance as
needed.

Lastly,
the evaluation process usually differs. In a larger setting, it is typically
necessary to have examinations at the conclusion of instruction in order for
students to demonstrate competency and understanding of the material.These exams must be efficient to administer
and score. In contrast, in a smaller class
setting, evaluations can occur almost simultaneously as one teaches the
material.

Class
size should influence on how the educator approaches instructional design. The
educator needs to tailor his or her instructional approach and create an
effective environment for learning. Whether the class is large or small, the
educator still has control of how students are educated. Student performance is
influenced by multiple factors: background knowledge, interactions,
participation, attitude, course material … and class size. Success is
multi-factorial and cannot simply be solved by focusing on one aspect. While
class size does have some influence, it is not the only variable that
determines student performance and success. And in the end, well-planned
instructional designs is perhaps important that class size and student:teacher
ratio.

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